During the present century most extraordinary progress has been made in the provision of musical facilities for youth by the recognition of music as an academic subject, by the early and vital training in the grades, by the development of group activities in voice and instrument as a dominant extracurricular activity, by the motivation of training through opportunities for public performance and contest, and by the popularization of music through phonograph and radio. Up to the end of the past century youth had had no significant opportunities for music in the scheme of things. Music had to come through the taking of private lessons, often a drudgery without regard to likes or dislikes. The approach was purely technical. The mastery of the scales, though technically significant, was not inspiring to the emergent musical mind and did not reveal the vast vistas of opportunity for self-expression in music. Music lessons were limited to those who could afford to pay for them. Few people had heard any good music. It had no significant status in the program of public education. Youth had no chance. _Music for youth has been discovered in the past forty years._ _Music, an academic subject._ When music gained recognition on a par with the three R's in primary and elementary education, America entered on a new era. National music organizations of teachers developed. These began with the slogan, "Music for every child at public expense." Realizing the futility of making every child musical, they modified this slogan to, "Music at public expense for every child in proportion to his natural ability." The market was flooded with educational music books and systems. Time for musical training was set aside in the regular curriculum of the schools. It was recognized that only a person who has musical ability and training can teach music effectively. Scientific principles from other subjects were adopted. Specialized training for musical supervisors was provided in teachers' colleges. Teaching was improved. Groups of children were segregated into vocal and instrumental organizations, both for curricular and extracurricular activities. Instruments were furnished at public expense. Credit for music gained current coinage on a par with history and chemistry. The introduction of principles of educational psychology led to selective admission and elimination and gave the teachers a basis for the administration of praise or blame in achievement. Few public school subjects can point to a similar epoch-making stride. These achievements today give youth a chance in music.